module manual philosophy, politics and economics · weight of grade for final grade in proportion...

Universität Witten/Herdecke

M o d u l e M a n u a l

P h i l o s o p h y , P o l i t i c s a n d E c o n o m i c s

M A S T E R O F A R T S

Faculty of Management and Economics

Valid from winter semester 2019/20

V03

Module Manual Philosophy, Politics, and Economics (M.A.)

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Content

Content ................................................................................................................................................ 2

List of Abbreviations ......................................................................................................................... 3

Introduction ........................................................................................................................................ 4

Vice Dean for Student AffairsExemplary Study Plan .................................................................... 4

Compulsory Modules ......................................................................................................................... 6

Module Group “Advanced Methods” (Compulsory) ................................................................ 7 Philosophy of Science ................................................................................................................. 8 Quantitative Methods (focus Applied Econometrics) ........................................................... 10 Advanced Qualitative Methods .............................................................................................. 12

Module Group “Basics in PPE” (Compulsory) ........................................................................ 15 Basics in Philosophy I: Ethics and Political Philosophy ....................................................... 16 Basics in Philosophy II: Philosophy of the Social Sciences .................................................. 19 Basics in Politics I: Introductory Political Economy ............................................................ 21 Basics in Politics II: Introductory International Relations .................................................. 23 Basics in Economics I: Basics in Microeconomics and Institutional Economics .............. 25 Basics in Economics II: Macroeconomics .............................................................................. 27 Master Thesis ........................................................................................................................... 29

Compulsory Elective Modules ........................................................................................................ 31

Studium fundamentale ............................................................................................................ 33

Elective Modules .............................................................................................................................. 35

Major “International Economics” (Elective) ........................................................................... 36 International Economics ......................................................................................................... 37 Behavioural Economics ........................................................................................................... 39 Development Economics and Politics ..................................................................................... 41 Institutional Economics ........................................................................................................... 43 The International Financial System ....................................................................................... 45 Current Issues and Further Questions: International Economics ...................................... 47 Independent Studies/Independent Projects: International Economics .............................. 49

Major “International Politics” (Elective) .................................................................................. 51 Foreign Policy ........................................................................................................................... 52 Global Governance .................................................................................................................. 54 Security 56 International Political Economy ............................................................................................. 58 International Organizations .................................................................................................... 60 Current Issues and Further Questions: International Politics ............................................ 62 Independent Studies/Independent Projects: International Politics .................................... 64

Major “Philosophy and Society” (Elective) .............................................................................. 66 Game Theory and Social Structure ........................................................................................ 67 Advanced Philosophy of Economics ....................................................................................... 69 Ethics and Society .................................................................................................................... 71 History of Economic Ideas in the Context of Social Philosophy ......................................... 73 Current Issues and Further Questions: Philosophy and Society ......................................... 75 Independent Studies/Independent Projects: Philosophy and Society ................................. 77

Free Elective Modules .................................................................................................................. 79


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Topics at the Interface of Philosophy, Politics and Economics ........................................... 80 PPE in Practice ......................................................................................................................... 82 International Strategy ............................................................................................................. 84 Strategic Corporate Social Responsibility ............................................................................. 86 Ethical Issues in Organizations ............................................................................................... 88 Study abroad I .......................................................................................................................... 90 Study abroad II ........................................................................................................................ 92

LIST OF ABBREVIATIONS

CP credit points

ECTS European Credit Transfer


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Introduction

This module manual serves as an orientation for students and applicants concerning structure and contents of the courses Philosophy, Politics and Economics (M.A.).

This course was introduced in Winter Semester 2014/15 at the Faculty of Management and Eco-nomics. It underwent the reaccreditation process in 2018.

The revised module manual refers to the valid study and exam regulations of Winter Semester 2019/20 which binding for all students who take up their studies in Winter Semester 2019/20 or thereafter.

Language of tuition is English.

Additional classes which are not offered as part of the core curriculum on a temporary basis can be found in the list of classes in the campus management system UWE.

May 2019

Univ.-Prof. Dr. André Schmidt

Vice Dean for Student Affairs


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Exemplary Study Plan

Reccomended Term

Module Identifier

Title ECTS-Points

1. Term

MP-CMe-1801 Philosophy of Science 5

MP-CMe-1802 Quantitative Methods (focus Applied Econo-metrics)

5

MP-CBa-1801 Basics in Philosophy I – Ethics and Political Philosophy

5

MP-CBa-1803 Basics in Politics I – Introductory Political Economy

5

MP-CBa-1805 Basics in Economics I – Basics in microeco-nomics and institutional economics

5

MP-ESf-1801 Studium fundamentale 5

ECTS per Term 30

2. Term

MP-CMe-1803 Advanced Qualitative Methods 5

MP-CBa-1802 Basics in Philosophy II – Philosophy of the Social Sciences

5

MP-CBa-1804 Basics in Politics II – Introductory International Relations

5

MP-CBa-1806 Basics in Economics II – Macroeconomics 5

Free-Elective Module or Major at the student’s choice

5


ECTS per Term 30

3. Term


5


5


5


5


5


ECTS per Term 30

4. Term


5


5

MP-OTh-1801 Master Thesis 20

1.-4. Term TOTAL ECTS-POINTS 120

Compulsory Modules


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Module Group “Advanced Methods” (Compulsory)


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MP-CMe-1801 Philosophy of Science

Module Supervisor/s: Prof. Dr. Jens Harbecke

ECTS/Credits, Workload:

5 contact hours: 30 h self study: 120 h

In Term: 1st semester

Frequency/Duration: ☐ summer term ☒ winter term

Short description

The module provides an introduction to the philosophy of science. The main objective is to give to the students the tools to better understand the structure of scientific theories as well as the applications of scientific methods and re-search strategies to practical problems in everyday life and to management challenges. Some of the topics that we will tackle in the seminar include: logical positivism and inductivism, falsi-ficationism, scientific revolutions, scientific realism, and the inference to the best explanation. The students will learn to conduct scientific discussions, especially with respect to questions about scien-tific proofs and scientific theory construction. At the same time, the students are trained in reflecting their own scientific work. The final part of the course is dedicated to the topic of evidence-based management as the place where philosophy of science meets management practice. The students learn the fundamental concepts and discuss case-studies of evidence-based management. The module covers mainly the following topics: Science as a form of cognition, Experiments and design, Inductivism, Falsifiability, Theory as struc-tures, New Experimentalism, Bayesian Inference, Evidence based management.

Courses (module elements)

The module contains a seminar unit and a block unit.

Methodic implementation

The course will first cover the main themes of the subject. The sessions begin with a brief introduction of the topics by the supervisor. Subsequently, one or two students will lead a discussion on the basis of questions they have prepared. The block unit is based on a case study, in which the students have to apply the general methods to a management problem.

Admission requirements

None

Learning objectives, Competences

Extending and Conso-lidating Knowledge

Students acquire knowledge about the main positions in philosophy of science on the nature of scientific research, the structure of scientific theories, and the form of scientific methodology and scientific evidence. They reflect and inter-pret several prominent authors, discuss the implications, and present their own positions in class.

Instrumental Competences

Students learn how to develop their own questions and examples related to the studied topics. Moreover, they apply and evaluate the studied methods through the application to several case studies from evidence-based management.


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Systemic Competences

Students demonstrate how a practical problem can be solved by applying gen-eral scientific methods. They predict how their offered solution will affect the studied systems and they explain why the predicted changes occur in those systems.

Communicative Competences

Students work in a team when organizing a discussion in class. Moreover, they work in a team when analyzing and solving the case studies from evidence-based management. They communicate their results to the audience with a prepared presentation and defend their solutions. They assess each other’s performance as well as their respective results in light of the discussion in class.

Exam assessments and forms

Written exam (120 minutes)

Precondition for award of credits

Submission of two discussion sheets.

Weight of grade for final grade

In proportion to ECTS-Points and according to the study regulation.

Teaching language

☐ German ☒ English

Module applicability

Compulsory elective module in the Master courses Strategy & Organization (M.Sc.) and General Management (M.A.)

Learning material, literature

Pfeffer, J. and Sutton, R. (2006a), Evidence-based management, Harvard Business Review. Pfeffer, J. and Sutton, R. (2006b), Hard Facts, Dangerous Half-Truths and Total Nonsense - Profiting

from Evidence-Based Management, Harvard Business School Press. Staley, Kent W. (2014), And Introduction to Philosophy of Science. Cambridge University Press. Godfrey-Smith, P.: Theory and Reality: An introduction to the Philosophy of Science. Chicago: Uni-

versity of Chicago Press 2003. Psillos, S. and M. Curd (eds): The Routledge Companion to Philosophy of Science. New York:

Routledge 2008. Papineau, D.: The Philosophy of Science. Oxford: Oxford University Press 1996.


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MP-CMe-1802 Quantitative Methods (focus Applied Econometrics)

Module Supervisor/s: Junior-Prof. Dr. Magdalene Silberberger





Short description

This course covers the statistical tools needed to understand empirical economic research and to plan and execute independent research projects. It focuses on the estimation, inference and identification of linear regression models. The course will include the use of R, a standard software for econometric and statistical analysis.


The module contains a seminar unit and a tutorial unit.


The course provides a theoretical background on the main statistical tools which is complemented by the analysis of research papers. The tutorial unit will focus on the use of R in which students will have the opportunity to apply the theoretical Knowledge.


No admission requirements (introductory course)



The first learning objective of this course is to provide students with econo-metric theory to understand economic research. The second learning objective is to provide them with a toolkit to conduct independent research projects.


Students learn to match the theoretical frameworks to the specific research question. They learn the single steps which are necessary to execute research projects.

Systemic Competences This course is primarily directed at developing and practicing the students’ ability to critique and create research designs.


Students work in a team when analyzing actual cases of research in the social sciences. They communicate their results to the audience and defend their so-lutions. They assess each other’s performance as well as their respective re-sults in light of the discussion in class.


Written exam (60 minutes).


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None



Teaching language





Imai, K.: Quantitative Social Science: An Introduction, Princeton University Press 2017. Wooldridge, J. M.: Introductory Econometrics, South-Western, 2016


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MP-CMe-1803 Advanced Qualitative Methods

Module Supervisor/s: Prof. Dr. Marcel Hülsbeck

ECTS/Credits, Worklad:


In Term: 2nd semester

Frequency/Duration: ☒ Sommersemester/summer term ☐ Wintersemester/winter term

Short description

Do live crocodiles affect a person's willingness to gamble? What are the perceived personalities of rocks from a sales and marketing perspective? Are ladies who own cats actually more likely to be cra-zy? Each year, Harvard University selects the most fascinating and outrageous questions researched in a variety of domains to award the Ig-Nobel prize. All these questions have in common that they are relevant, investigated through rigorous research methods, and found to be highly entertaining. If you sometimes also catch yourself thinking “I wonder if it is actually true that…” then you have come to the right course – welcome to Qualitative Methods. This course will challenge you to use the Knowledge you might already have of qualitative methods and use it as a tool to create new Knowledge. In this course, students have the opportunity to be an independent researcher, finding an interesting question to research, using qualitative methods to answer that question and sharing the findings through a presentation and a research paper. The course will guide students through different qualita-tive research methods and in developing their own research study.


Interactive lecture


Interactive seminar with discussions; lectures, group work and presentations by students


None



Students are able to define theories to build up a qualitative research question. Students gain Knowledge on qualitative research design and ways of collecting data, as well as sampling. Students learn about the different approaches and analyzing methods. They are able to select a fitting approach and data-analysis methods to answer their own research question.


Students use the acquired theoretical Knowledge on qualitative research to develop a study design. Students are able to collect data in order to answer their research question. Students demonstrate analytical skills through analyz-ing their data and derive conclusions from their research. Students are able to identify existing limitations in their research study and are able to formulate implications based on their results.


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Students are able to build up a valid argumentation for the choices and deci-sions made based on theory and their research question. In addition, students also demonstrate an in-depth understanding of their chosen qualitative ap-proach. They are also able to identify the added value of their research study.


Students can report on their data analysis results and present their research in front of researchers and practitioners alike. Students can present their research study and persuade others of the validity of the research question, chosen qual-itative research approach and presented findings.


Assessment is based on a written paper (ca. 20 pages)


Positive evaluation of the paper



Teaching language





Savin-Baden, M. & Howell Major, C. (2013). Qualitative Research. The essential guide to theory and practice. Routledge

Charmaz, K. (2014) Grounded theory in global perspective: Reviews by international researchers. Qualitative Inquiry, 20 (9), 1074-1084.

DeCuir-Gunby, J.T., Marshall, P.L., & McCulloch, A.W. (2012). Developing and using a codebook for the analysis of interview data: an example from a professional development research pro-ject. Field Methods, 23(2), 136-155.

Gladstone, B.M., McKeever, P., Seeman, M., & Boydell, K.M. (2014). Analysis of a support group for children of parents with mental illnesses: Managing stressful situations. Qualitative Health Research,24(9), 1171-1182.

Fleming, J., Beresford, P., Bewley, C., Croft, S., Branfield, F. Postle, K., & Turner, M. (2014). Work-ing together – innovative collaboration in social care research. Qualitative Social Work, (13(5),706-722.

Flyvbjerg, B. (2006), Five misunderstandings about case-study research. Qualitative Inquiry 12 (2), 219-245.

Kearns, K. (2014). Working reflexively with ethical complexity in narrative research with disadvan-taged young people. Qualitative Social Work, 13(4), 502-521.

Koenig, T.L., Lee, J.H., Macmillan, K.R., Fields, N.L., & Spano, R. (2014). Older adult and family member perspectives of the decision-making process involved in moving to assisted living. Qualitative Social Work, 13(3), 335-350.

Krummaker, S. & Vogel, B. (2013). An in-depth view of the facets, antecedents, and effects of lead-ers’ change competency: Lessons from a case study. The Journal of Applied Behavioral Sci-ence, 49(3), 279-307.


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St. Pierre, E.A. & Jackson, A.Y. (2014). Qualitative data analysis after coding. Qualitative Inquiry, 20(6), 715–719.

Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. Ameri-can Journal of Evaluation, 27(2), 237-246.

Tracy, S. J. (2010). Qualitative quality: Eight “big-tent” criteria for excellent qualitative research. Qualitative inquiry, 16(10), 837-851.

Van de Wiel, M. W. J., Van den Bossche, P., Janssen, S., & Jossberger, H. (2011). Exploring deliber-ate practice in medicine: how do physicians learn in the workplace? Advances in Health Sci-ences Education: Theory and Practice, 16(1), 81–95.


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Module Group “Basics in PPE” (Compulsory)


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MP-CBa-1801 Basics in Philosophy I: Ethics and Political Philosophy






Short description

The module provides an introduction to ethics and political philosophy. Students explore classical positions regarding the basic question of how humans can and should live with each other from sys-tematic, ethical and historical perspectives. The module mainly covers the following topics:

Ethical foundations of politics and society The origins of political institutions and the search for the ideal form of a social community

(Plato, Aristotle) Reflection of the terms of justice, equality, morality and law The sovereign state (Machiavelli, Hobbes), forms of constitutional government (Locke), and

democracy (Rousseau, Tocqueville). Liberalism, conservatism, socialism, collectivism, anarchism Public goods and public sphere Discrimination and gender justice Ethical dimensions of globalization




The course will first cover the main themes of the subject. The sessions begin with a brief introduction of the topics by the instructor. Subsequently, one or two students will lead a discussion on the basis of questions they have prepared. The tutorial unit will focus on selected readings in the form of interac-tive discussions.


No admission requirements (introductory course)



Students acquire Knowledge about the historical and current positions regard-ing law and justice, general forms of political action, and issues involved in mutual obligations of individuals and the state. They acquire skills to make competent contributions to debates on economic aspects of political philoso-phy, i.e. topics related to rights of property, liberty and justice.


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Students learn how to develop their own questions and example related to the studied topics. Moreover, they apply and evaluate the studied methods through the application to practical challenges in policy making and institutional de-sign.

Systemic Competences Students show how the studied concepts and norms have implications for the design of political systems, policies, and institutions. They explain how exist-ing institutions would have to be modified under the presupposition of the studied positions.


Students work in teams when organizing a discussion in class. Moreover, they work in teams when analyzing and solving the case studies in political design and policy making. They communicate their results to the audience with a prepared presentation and defend their solutions. They assess each other’s performance as well as their respective results in light of the discussion in class.




Submission of two discussion sheets



Teaching language



None


Bird, C. (2006). An introduction to political philosophy. Cambridge University Press Estlund, David, ed. (2012). The Oxford handbook of political philosophy. Oxford: Oxford University

Press. (“OHPP”). Goodin, R. E., & Pettit, P. (2006). Contemporary political philosophy: an anthology. Oxford: Black-

well. (“CPP”) Hobbes, T. (1651). Leviathan – or the Matter, Forme, & Power of a Common-wealth Ecclesiasticall

and Civill. London. (Prepared for the McMaster University Archive of the History of Econom-ic Thought, by Rod Hay.)

Knowles, D. (2001). Political philosophy (Vol. 6). London: Routledge. Lane, M. (2014). Ancient Political Philosophy. The Stanford Encyclopedia of Philosophy (Winter

2014 Edition), Edward N. Zalta (ed.), URL = <https://plato.stanford.edu/archives/win2014/entries/ancient-political/>.

Locke, J. (1689/1823). Two Treatise of Government; from The Works of John Lock (10 Vols.). Lon-don (Prepared by Rod Hay for the McMaster University Archive of the History of Economic Thought).

Miller, D. (2003). Political philosophy: A very short introduction. Oxford University Press. Pettit, P., Goodin, R. E. (1997). Contemporary Political Philosophy: An Anthology. Oxford: Wiley-


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Blackwell. Risse, M. (2012). Global Political Philosophy. New York: Palgrave Macmillan. Stevens, R.G. (2011): Political Philosophy. Cambridge: Cambridge University Press 2011. Swift, Adam (2014). Political Philosophy, 3rd edition. Cambridge: Polity Press. Wolff, J. (2006). An introduction to political philosophy. Oxford University Press.


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MP-CBa-1802 Basics in Philosophy II: Philosophy of the Social Sciences





Frequency/Duration: ☒ summer term ☐ winter term

Short description

The module provides an introduction to the main problems and themes in the philosophy of the social sciences. Its first part focuses on parts of the introductory book by Martin Hollis. The book touches the rationalist vs. empiricist approaches and distinguishes an individualistic from a holistic methodology. It goes on to discuss rationality concepts in the social sciences, the notion of social action, and the distinction of self and role. Finally, it provides an overview of the understanding vs. explanation de-bate and the debate on the possibility of a value free social science. The module mainly covers the following topics:

Definitions and concepts in the social sciences Relation between the social sciences and the natural sciences Social science research and technological intervention Explanations and prognoses Individualism vs. collectivism The problem of objectivity and value judgement Complexity Text interpretation




The course will first cover the main themes of the subject. The sessions begin with a brief introduction of the topics by the course instructor. Subsequently, one or two students will lead a discussion on the basis of questions they have prepared. The tutorial unit will focus on selected readings in the form of interactive discussions.


None



The course conveys the ability to handle contents and positions from the phi-losophy of the social sciences with competence. Students acquire familiarity with major authors in the field through the study of original literature and learn how to relate this Knowledge to scientific findings.


Students learn how to develop their own questions and examples related to the studied topics. Moreover, they apply and evaluate the studied concepts and methods to actual cases of research in the social sciences.


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Systemic Competences Students show how the studied concepts and norms have implications for the design of research in the social sciences. In particular, they learn to understand the system of scientific research, and to clarify the potential to integrate differ-ent research results into an overall model.


Students work in teams when organizing a discussion in class. Moreover, they work in teams when analyzing actual cases of research in the social sciences. They communicate their results to the audience with a prepared presentation and defend their solutions. They assess each other’s performance as well as their respective results in light of the discussion in class.



Precondition foraward of credits

Submission discussion sheets



Teaching language



None


Hollis, Martin. (2006). The Philosophy of Social Science – an Introduction. Cambridge University Press.

Mäki, Uskali. (2001) (ed.): The Economic World View. Studies in the Ontology of Economics, Cam-bridge. Cambridge University Press.

Mantzavinos, C. (2009) (ed.): Philosophy of the Social Sciences. Philosophical Theory and Scientific Practice. Cambridge: Cambridge University Press.


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MP-CBa-1803 Basics in Politics I: Introductory Political Economy

Module Supervisor/s: Prof. Dr. Joachim Zweynert





Short description

This course provides an introduction into theories at the interface of political science and economics. It both looks into approaches that use the tools of microeconomics to understand political processes (Public Choice) and into approaches that look at economic processes through the lens of the social sciences (e.g. Varieties of Capitalism). A special focus is on the tensions that regularly emerge be-tween economists and political scientists as reactions to both kinds of disciplinary “imperialism”. “Pre-Analytical Visions” in Economics and Political Science Introductory Public Choice Varieties of Capitalism, Embeddedness of Markets, Power Relations and Exchange The course will first cover the main themes of the subject. The sessions begin with a brief introduction of the topics by the course instructor. Subsequently, one or two students will lead a discussion on the basis of questions they have prepared. The tutorial unit will focus on selected readings in the form of interactive discussions.




The course will take the form of an interactive lecture, the tutorial be based on classroom discussion of selected readings.


None



The main learning objective of this course is to introduce students to the chal-lenge of interdisciplinary research, in particular at the intersection of political science and economics. Students learn how different academic disciplines develop different “lenses” through which they observe social reality. They learn to identify the core problems of inter-disciplinary communication and learn how these difficulties can be overcome.


Students improve their understanding of the methodological foundations of political science and economics and increase their competence to engage in interdisciplinary exchange at the intersection of the disciplines.


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Students develop the competence to engage in the interdisciplinary analysis of politics and economics, that is, they learn to use tools from the toolboxes of political science and of economics and to combine these tools in a competent way. This way, the increase their ability to analyze problems from more than one discipline.


Students learn to understand both: the language of economics and of political science when it comes to problems at the interface of both disciplines. This improves their ability to communicate at the interface of the disciplines and to express themselves in a way that is understandable both to economists and to political scientists.




Submission of two discussion sheets.



Teaching language



None


Weingast, B.R., Wittman, D.A. (eds): The Oxford Handbook of Political Economy, Oxford: Oxford University Press 2006.

Barma, N.H., Vogel, S.K. (eds): The Political Economy Reader. Markets as Institutions, New York, London: Routledge 2008.


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MP-CBa-1804 Basics in Politics II: Introductory International Rela-tions

Module Supervisor/s: N.N. (Professorship International Political Studies)





Short description

This course introduces students to the key actors and institutions in the study of international relations. Beginning with the origin of states during different periods, the course traces the historical emergence of the interstate systems inside and outside Europe. It then introduces students to explaining state in-teractions as a result of realist and critical systemic theories. In addition, students learn to explain in-ternational interactions through variation in domestic actors (first image explanations) and domestic institutions (second image). Finally, the course moves back to the system-level and traces the role of international and transnational institutions as well as international society in explaining interstate be-havior. Actors, institutions and system configurations as explanations of interstate interactions Domestic, transnational, and systemic theories of interstate interactions Focus on major concepts of international relations and critical reflection of these concepts

The instructor will introduce key concepts and their historical importance. Students are asked to ques-tion the internal validity of these concepts and contrast key concepts with individual case evidence explored during the session or in advance of the main class. Usually, reading assignments will present texts that include either a theoretical debate and students will have to argue on one side of the debate or another, or contrast a major theory with an empirical application that does not provide a perfect fit. Tutorial sessions will often focus on supervised group work that lets students explore scholarly data-bases of international interactions and apply their theoretical Knowledge to current issues.




The course will take the form of an interactive lecture, the tutorial be based on classroom discussion of selected readings.


None



The main learning objective of this course is to introduce students to the main theoretical concepts of international relations, and particularly learn to ab-stractly think of states and other international and domestic actors as variables with different characteristics. They learn to distinguish that similar states may behave differently in varying international contexts or that different states may


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behave in similar ways when institutional rules reward such behavior.


Students learn to relate important current events to generalizable patterns and abstract concepts. After mastering concepts, students are exposed to competing theories and required to diagnose when theories’ predictions apply and when hypotheses are falsified.


Demonstrating the ability to master abstract concepts and critically questioning these concepts enables students to relate to other fields of scientific inquiry with different concepts but similar methods of abstractions. It also prepares students for producing their own analyses.


Students learn to speak the disciplinary language of international relations in particular and political science in general. Moreover, they acquire the ability to articulate their critique of scholarly debates and argue for or against alternative theoretical concepts.


Literature Review Paper (about 4000 words).


None



Teaching language



None


Waltz, Kenneth (1959). Man, the State, and War. Columbia University Press: New York, NY. Keohane, Robert & Joseph Nye (2011 (1974)). Power and Interdependence. Longman Classics in Po-

litical Science: London, UK. Mann, Michael (1986). The Sources of Social Power Volume 1 – A History of Power from the Begin-

ning to AD 1760.


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MP-CBa-1805 Basics in Economics I: Basics in Microeconomics and Institutional Economics

Module Supervisor/s: Prof. Dr. Dirk Sauerland





Short description

This course is meant to provide a sound introduction into traditional microeconomics and more mod-ern concepts of institutional economics. The course is based on the recent textbook by Austan Gools-bee, Steven Levitt & Chad Syverson and on some original papers. It is mandatory that all participants read and prepare the literature before the respective session. Only this does ensure a high quality of discussion within the sessions.


Microeconomics: the traditional (neoclassical) approach Institutional Economics: a modern approach


Theory (and problem) oriented presentation and discussion in small groups


None


Extending and Consol-idating Knowledge

Having completed this course successfully, students will be able to identify the logic of economic thinking to real world phenome-

na, be able to explain the differences between economics and other social

sciences, have a sound Knowledge of transaction cost economics and principal

agent theory as major parts of institutional economics’ theory.


They will be able to distinguish neoclassical microeconomics and institutional economics. They learn to assess and evaluate real world applications of these economic approaches. They realize the differences between economics and other social sciences to explain human behaviour.

Systemic Competences Students learn to adequately apply the basic tools of neoclassical microeco-nomics and of institutional economics.


Having completed this course successfully, students will be able to present the basic ideas of BE and to develop examples for BE-applications in business and economic policy.


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None



Teaching language



None


Goolsbee, Austan/ Levitt, Steven and Syverson, Chad (2016), Microeconomics, 2nd ed., Worth Pub-lishers.

Akerlof, George A. (1970): The Market for "Lemons": Quality Uncertainty and the Market Mecha-nism, The Quarterly Journal of Economics, Vol. 84, No. 3, pp. 488-500.

Becker, Gary S. (1993): The Economic Way of Looking at Behavior, in: The Journal of Political Economy, Vol. 101, No. 3, pp. 385-409.

Coase, Ronald H. (1960): The Problem of Social Cost, Journal of Law and Economics, Vol. 3, pp. 1-44

Williamson, Oliver E. (2005): Transaction Cost Economics, in: Ménard, Claude & Mary M. Shirley (Eds): Handbook of New Institutional Economics, Berlin, Heidelberg, pp. 41-65

An additional reading list will be provided with the course outline via UWE.


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MP-CBa-1806 Basics in Economics II: Macroeconomics

Module Supervisor/s: Prof. Dr. André Schmidt





Short description

The module deals with the basic elements of a macroeconomic analysis. Students learn how the differ-ent sectors within an economy (households, firms, government and foreign countries) interacts with each other and learn how the behaviour of these sectors influences the macroeconomic data with re-spect to employment, price level and economic growth. Students analyses the activities on goods mar-kets, money markets and labor markets and should develop a better understanding of aggregate macro-economic behavior. The module mainly covers the following topics:

Basics in national accounts Equilibrium on goods markets Equilibrium on money markets The specific conditions of an open economy Short run and long run equilibrium Labor markets and inflation




The course is organized as a presentation and discussion seminar. After the presentation of the core elements students discuss about the consequences and implications of the theoretical insights for the economic reality.


None



Students acquire basic Knowledge of macroeconomic data and the relevant relationships. They acquire skills for the analysis of policy measures, especial-ly in the fields of fiscal and monetary policy.




Students show how the studied concepts and norms have implications for the design of economic systems, policies, and institutions. They learn to develop stable predictions about economic policy measures and the relating conse-quences.


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Communicative Com-petences

Students work in a team when organizing a discussion in class. Moreover, they work in a team when analysing and solving the case studies in political design and policy making. They communicate their results to the audience with a prepared presentation and defend their solutions. They assess each other’s performance as well as their respective results in light of the discussion in class.


Paper (about 20 pages)


None



Teaching language



None


Blanchard, O. (2017). Macroeconomics. Pearson, Boston et al. Mankiw, G. (2015). Macroeconomics. Macmillan, Cambridge, Mass. Williamson, St. (2011), Macroerconomics. Addison-Wesley, Boston et al.


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P-CTh-1801 Master Thesis

Module supervisor/s: Vice Dean for Student Affairs

ECTS/credits, Worklad:


In Term: 4th semester

Turnus/Dauer Frequency/Duration: ☒ summer term ☐ winter term

Short description

The Master thesis is evidence that students are able to tackle a research related project within limited time on their own. Students choose a research question within the realm of international economics, international politics, philosophy and society, or a related research area at the interface of philosophy, politics and economics. Students use their previously acquired Knowledge to design the project, con-ceptualise their own empiric research and carry out the research. They use adequate methods to ac-quire and analyze data. Students are able to reflect and scrutinize their results and to derive implica-tions for research and practice. They are able to explore and develop topics formerly unknown to them and to make an independent contribution to the field.


None


Individual supervision and mentoring


Required level of ECTS points acquired (according to study regulations)


Extending and consolidating Knowledge

Students have acquired in-depth Knowledge of the state of the art of research within the chosen topic. They know how to relate this research Knowledge to the specific research question at hand.


Students are able to derive a fitting research strategy and empirical method in relation to the research question and the state of current research within the specific field. They are able to gather research data through adequate means. They are able to analyze and derive meaning from data.


Students have developed an advanced understanding of the scientific and soci-etal relevance of their own research and research in general. They are able to evaluate and judge the reliability and validity of practical and theoretical re-search in their field. They are able to apply the principles of research to prob-lems within their professional practice.


Students are able to explain and defend their research results to practitioners and researchers alike. They have developed the skills to present complex and novel Knowledge according to the principles of good research practices.


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Master thesis (about 60 pages)


None



Teaching language



None



31

Compulsory Elective Modules

MP-ESf-1801 Studium fundamentale

Module Supervisor/s: Univ.-Prof. Dr. Claus Volkenandt



In Term: 1th – 4th semester

Frequency/Duration: ☒ summer term ☒ winter term

Short description

The Studium fundamentale offers a wide range of courses each semester in the areas of reflection, communication and artistic experience. It offers exemplary insights into different theoretical forms, practices and possibilities of experience in different proximity and distance to one's own field of study. Suggestions for personal development (personality development) are a fundamental cross-sectional objective of the programme.


Seminars and other event formats in the areas of

reflective competence

communicative competence

artistic competence The courses on offer are organised by the Faculty of Cultural Reflection and Studies on a semesterly basis. The pool of lecturers includes all lecturers as well as all lecturers of the UW/H.


Seminare, Übungen, Blockseminare, Exkursionen, Aufführungen Seminars, exercises, block seminars, excursions, performances


Keine / None


Extending and Consolidating Knowledge

The interdisciplinary Studium fundamentale offers students of all disciplines a differentiated programme (approx. 50 courses per semester) in order to reflect on the ways of thinking of their own subject and to get to know the ways of thinking of other scientific disciplines as well as forms of artistic prac‐tice.


Students can improve their ability to reflect, communicate and organise, de‐velop artistic, political and social commitment, practice changing perspec‐tives, make contacts and experience personal and professional skills. Suggestions for further developing your academic and personal profile across disciplinary boundaries.


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All exam formats stipulated in examination regulations.


Evidence of graded examination, see "Stufu‐information sheet" of the Faculty of Humanties and Arts.


In proportion to ECTS and according to study regulations.

Teaching language

☒ Deutsch ☒ English Veranstaltungsabhängig / depending on course


All study programmes at the University of Witten/Herdecke


Depending on course

Other information

A total amount of 15 CPs must be aquired in this module. In each seminar, 1, 2, 3 to a maximum of 4 ECTS credits can be acquired, depending on the examination. All examinations must be graded.


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Elective Modules


36

Major “International Economics” (Elective)


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MP-EIE-1801 International Economics




In Term: 2nd or 4th semester


Short description

The module deals with the basic elements of international economics. Students learn the effects of trade and the theory of comparative advantages. Moreover, students will be confronted with the redis-tributional effects of globalization under the application of imperfections of international trade. In the module we discuss the different kinds of strategic trade policy and different approaches to influence the pattern of trade The module mainly covers the following topics:

Basics of international trade Factor price equalization by Heckscher/Ohlin Imperfect competition and trade Trade policy measures Strategic trade policy Globalization and international institutions






None



Students acquire Knowledge about the basics international trade and the rele-vant relationships. They acquire skills for the analysis of trade policy measures, especially in the fields of development economics and regional inte-gration.




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Students show how the studied concepts and norms have implications for the design of trade policies and institutions. They learn to develop valid predic-tions about trade policy measures and the relating consequences.


Students work in a team when organizing a discussion in class. Moreover, they work in a team when analyzing and solving the case studies in political design and policy making. They communicate their results to the audience with a prepared presentation and defend their solutions. They assess each other’s performance as well as their respective results in light of the discussion in class.




None



Teaching language



Free elective module in Master course Strategy & Organization (M.Sc.)


Gerber, J. (2014). International Economics, 6 th. Edition. Pearson. Krugman, P./Obstfeld, M./Melitz, M. (2015). International Trade: Theory and Policy, 10thEdition,

Pearson.

Other information

This module is an elective module or, if attended as a part of the major International Economics, a compulsory elective module within that major.


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MP-EIE-1802 Behavioural Economics

Module Supervisor/s: Prof. Dr. Dirk Sauerland



In Term: 3rd semester


Short description

This course is meant to provide an overview about the newly established field of behavioural econom-ics (BE). BE is systematically integrating insights from psychology into economic model building. As some national governments have set up “behavioural economics units”, BE is becoming also more influential in (economic) policy making.


The logic and basic elements of behavioural economics: theory Behavioural economics in action: re-cent applications The course is based on the textbooks by Eric Angner, a book by Richard H. Thaler and on original papers. It is mandatory that all participants read and prepare the literature before the respective session. Only this does ensure a high quality of discussion within the sessions.


Problem oriented presentation and discussion in small groups


Completion of the modules Basics in Economics I and II (MP-CBa-1805; MP-CBa-1806)



Having completed this course successfully, students will know the historical development of the BE research programme can identify the basic “anomalies” analysed by BE will be able to explain the concept of nudging and its increasing im-

portance for policy making.


Having completed this course successfully, students will be able to present the basic ideas of BE and to develop examples for BE-applications in business and economic policy.

Systemic Competences Students learn to explain examples of nudging interventions and to illustrate the underlying logic of the BE approach.


They will be able to assess and evaluate different applications, question the ethical implications of BE and relate the findings of BE to other economic approaches (e.g. institutional economics).


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In class presentation of assigned topic



Teaching language



Free elective module in Master course Strategy & Organization (M.Sc.)


Angner, Erik (2016): A Course in Behavioral Economics, 2nd ed., Palgrave Macmillan. Thaler, Richard H. (2015): Misbehaving: The Making of Behavioral Economics, W.W. Norton &

Company. Camerer, Colin F. and George Loewenstein (2003): Behavioral Economics: Past, Present, Future, in:

Camerer, Colin F., George Loewenstein & Matthew Rabin (Ed.): Advances in Behavioral Economics, Princeton University Press, pp. 3-51.

An additional reading list will be provided with the course outline via UWE.

Other information



41

MP-EIE-1803 Development Economics and Politics

Module Supervisor/s: Jun.-Prof. Dr. Magdalene Silberberger





Short description

Traditional economics often fail to explain the mechanisms that keep families, regions, and even entire countries in poverty traps and have provided few effective solutions. Many countries in the global south are characterized by highly imperfect markets, consumers and producers with very limited in-formation, and major structural changes that are taking place in both the society and the economy. Economic calculations are dominated by political and social priorities such as resolving tribal or ethnic conflicts, or preserving religious and cultural traditions, challenging the assumptions of traditional economics such as perfect markets of economic rationality. The course looks into the main issues of development economics and policy using theoretical and empirical approaches, as well as country case studies.




Each session focuses on a specific topic, usually with a brief introduction by the course instructor. Subsequently, there will input by one or two students, followed by a discussion on the basis of re-search papers or key questions. The tutorial unit will focus on selected readings in the form of interac-tive discussions.





Based on theoretical and empirical analyses participants develop an under-standing of the obstacles to economic growth and development and the ability to autonomously evaluate and give recommendations that match the situation of the specific country.


Students learn to apply the micro- and macroeconomic frameworks to a wide array of problems related to growth and development. They learn to categorize these problems, collect relevant data and on this basis discuss possible solu-tions.


Students transfer the Knowledge generated by theoretical and empirical con-tributions to specific countries or regions (often the ones students come from) and discuss the problems that occur in the course of application. They thereby learn how to adapt theories to specific contexts.


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Students communicate their thoughts concerning a specific topic to the audi-ence with a prepared presentation and discuss their findings. Furthermore, this course specifically contributes to intercultural Competences, as students typically look at a large array of countries, which naturally leads to an exchange over the specific characteristics of these societies.




None



Teaching language



None


Todaro, M.P. and Smith, S.C.: Economic Development, Prentice Hall 2015 Perkins, D.H. and Radelet, S.: Economics of Development, Norton & Company 2012 Thirlwall, A.P. and Pacheco-López, P.: Economics of Development, Palgrave 2017

Other information



43

MP-EIE-1804 Institutional Economics






Short description

Why are some societies rich while others are not? This is one of the central questions economists have been trying to answer over the last 250 years. In the social sciences, there is now a consensus that insti-tutions, the "humanly devised constraints that structure political, economic, and social interac-tion"(D.C. North), have a major impact on the prosperity and poverty of nations. The course seeks to identify the channels via which institutions influence growth, development, and political stability. In accordance with the interdisciplinary nature of the PPE program, a special focus is on the possible synergies between institutionalist approaches in economics and the other social sciences.

Significance of the institutional approach for economic performance of societies, Interdependence of economic, political and legal institutions, Correlation between formal and informal institutions, Problems with the diffusion and transfer of institutions in the global economy.




First, the course covers the main themes of the subject. The sessions begin with a brief introduction of the topics by the course instructor. Subsequently, one or two students will lead a discussion on the basis of questions they have prepared. The tutorial unit focuses on selected readings in the form of interactive discussions.





Participants develop an understanding of the relevance of institutions - includ-ing political and legal regulations - to economic processes of growth and de-velopment, and the ability to autonomously analyse the complex interplay between political, legal, and economic constraints as well as between formal and informal institutions.


Students learn to apply the institutionalist framework to a wide array of prob-lems related to growth, development and transformation of societies. They learn to categorize these problems, collect relevant data and on this basis they discuss possible solutions.


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By applying theories to specific countries or regions (often the ones students come from) and discussing the problems that occur in the course of applica-tion, students learn how to adapt theories to specific contexts.


This course specifically contributes to intercultural Competences, as students typically apply institutionalist theories to their native countries, which natural-ly leads to an exchange over the specific cultural traits of these societies and how they affect the economic and political order but also social interaction. This way, students also learn to more systematically describe cultural differ-ences and to compare societies.




None



Teaching language



Free elective module in the Master course Strategy & Organization (M.Sc.)


Greif, A.: Institutions and the Path to the Modern Economy. Lessons from Medieval Trade, Cam-bridge, Mass.: Cambridge University Press 2005.

Rodrik, D.: One Economics, Many Recipes. Globalization, Institutions, and Economic Growth, Prince-ton, NJ: Princeton University Press 2007.

Acemoglu, D., Robinson, J.A.: Why Nations Fail: The Origins of Power, Prosperity, and Poverty, New York: Crown Publishers 2012.

Other information



45

MP-EIE-1805 The International Financial System






Short description

Students learn about money as a means for the store of value, about the going theory and practice of investing money, and about the implications of modern finance theory for the stability of the financial system and the economy. The module develops an alternative approach to the going theory of finance. Competences: Having completed the module, students are expected to understand the deficiencies of the present global monetary and financial system and will learn to think about alternatives. The module mainly covers the following topics:

Money as a means for the store of value The time value of money Debt and equity Modern Finance and its influence on the financial system Elements of a theory of Austrian Finance






None



Students acquire Knowledge about the basics of the international financial system and the relevant relationships. They acquire skills for the analysis of policy measures, especially in the fields of financial market regulation and banking.




Students show how the studied concepts and norms have implications for the design of trade policies and institutions. They learn to develop stable predic-tions about financial market regulations and the relating consequences.


46


Students work in a team when organizing a discussion in class. Moreover, they work in a team when analyzing and solving the case studies in political design and policy making. They communicate their results to the audience with a prepared presentation and defend their solutions. They assess each other’s performance as well as their respective results in light of the discussion in class.


Written Exam


None



Teaching language



None


Belke, A./Polleit Th.: Monetary Economics in Globalised Financial Markets, Berlin: Springer 2009. Miskin, F. S. (2013), The Economics of Money, Banking, and Financial Markets, Tenth Edition, Co-

lumbia University

Other information



47

MP-EIE-1806 Current Issues and Further Questions: International Economics

Module Supervi-sor/s:

Prof. Dr. Joachim Zweynert


5 - 10 contact hours: 30 h self study: 120 h - 270 h

In Term: 3rd or 4th


Short description

This module provides courses on current issues and further questions in the field of International Eco-nomics. The specific topics will be different ones in different terms.




The methodic implementation will be at the discretion of the instructor.





Students have acquired profound Knowledge of the topics taught in the mod-ule.


Students learn how to develop their own questions and examples related to the studied topics.

Systemic Competences Students apply the concepts studied in the module to real-life examples


Students work in a team in certain stages of the course, they present their own thoughts and defend them against objections.


Depending on the course taught within the module


None




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Teaching language



None


Depending on the course taught within the module

Other information



49

MP-EIE-1807 Independent Studies/Independent Projects: International Economics

Module Supervisor/s: Vice Dean for Student Affairs


5 or 10 contact hours: 0 h self study: 150 h /300 h

In Term: 3rd or 4th semester


Short description

Independent Projects and Independent Studies offer students the opportunity to pursue their own re-search projects or explore issues of their own choice. Independent Studies permit candidates to locate sub-modules from different modules in an overriding context.


The module is individually designed according to the student’s study/project.







Students have acqured profound Knowledge of the topics studied in their In-dependent Study.


Students learn how to develop their own questions and examples related to the studied topics.

Systemic Competences Students apply the concepts studied in the module to real-life examples.


Students present their own thoughts and defend them against objections.




None




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Teaching language



None


Depending on the topics studied.

Other information

This module is an elective module or, if attended as a part of the major International Economics, a compulsory elective module within that major. Depending on the workload and application: 5 or 10 CP Important Notice: Students may only acquire credits and take examinations in this module after successful application with the Vice Dean for Student Affairs. The application comprises a schedule and a project plan, an agreement concerning assessment criteria and the approval by the supervisor. Applications must be submitted before commencement of the study or the project. Accepted applications must be submitted to the examination office.


51

Major “International Politics” (Elective)


52

MP-EIP-1801 Foreign Policy






Short description

This course acquaints students with the main theories and history of foreign policy and diplomacy. It introduces students to the concept of state interests and discusses how governments attempt to pursue their interestes in the short and long run and against the interests of other states. The course also asks as to whether and how interests change over time as a result of changing domestic or international conditions. Students should understand the constraints put on governments by other states and institu-tions and be able to illustrate multiple competing interests in the international systems. To theoretically capture these interactions, students get to know simple models of game theory of interstate interactions including the prisoner’s dilemma, the stag hunt, and the chicken game. Equipped with this Knowledge, students should be able to write a strategy paper for a selected international challenge.

State interests in the short and long term Tools of statecraft: diplomacy and war Strategic and counterfactual analysis of multiple competing interests


Students will have to read case studies about international interactions and prepare answers to ques-tions prepared by the instructor before class. These questions will then be discussed in class and pre-pare the basis for discussing different state strategies and contrasting these strategies with important constraints such as international treaties, powerful international rivals, domestic veto players etc. After several historical sessions, the instructor will slowly introduce basic game theoretic approaches to un-derstand foreign policy. Tutorials will employ the application of these tools to examples from and be-yond class.


The course will take the form of an interactive discussion with prepared questions by the instructor. The tutorial will provide practice exercises of simple game theoretic riddles.


None



The first major learning objective of this course is to enable students to recog-nize and interpret the complex constraints politicians face when interacting with other governments and non-state actors in the international arena through historical cases of foreign policy. The second learning objective is to allow students to identify abstract game theoretic interactions that describe foreign policy interactions.


53


Students can diagnose strategic interactions in real-world examples and take on multiple perspectives from which to analyze foreign policy interactions.


Solving simple game theoretic models such as the prisoner’s dilemma, students discover the strategic interactions inherent in conflictual and cooperative inter-actions in the international system. These Competences also travel to other applications of strategic interactions inside and outside of politics. Students are encouraged to relate additional examples to the underlying games and use their acquired historical Knowledge to learn about the limits of game theoretic anal-ysis.


Students evaluate complex strategic interactions and illustrate how multiple actors’ interests can result in unforeseen or counter-intuitive outcomes.


White paper that outlines a foreign policy strategy towards a given problem (e.g., Germany’s approach to international climate negotiations or the UK’s approach to EU exit negotiations).


Two tests on models of game theory



Teaching language



None


Axelrod, Robert (1983). The Evolution of Cooperation. Basic Books: New York, NY. Kissinger, Henry (1994). Diplomacy. Simon & Schuster: New York, NY. Humphreys, Macartan (2017). Political Games. W.W. Norton: New York, NY.

Other information

This module is an elective module or, if attended as a part of the major International Politics, a com-pulsory elective module within that major.


54

MP-EIP-1802 Global Governance






Short description

Global governance analyses the complex interplay between state and non-state actors in their attempts to solve pressing policy problems that cross territorial borders. The module provides an introduction into the history of the concept and into the different approaches within the relevant literature, analyses the main actors, their institutional environment and their interplay, and applies some of the main in-sights to concrete cases. The module thus mainly covers the following topics:

History of the concept and main currents of thought, Main actors and their interaction, Case studies of global governance.






Completion of the modules Basic in Politics I+II (MP-CBa-1803; MP-CBa-1804)



The students have acquired an overview over theoretical concepts in global governance, are able to identify main actors, their institutional embeddedness and their co-operation, and they understand how to apply concepts of global governance to concrete cases.


The students know how to classify concrete cases of global governance prob-lems, are able to choose appropriate theoretical instruments from the toolbox of global governance theory and to collect the relevant data for their analysis.


After completion of this module, students will be able to autonomously ana-lyze problems of global governance and to develop solutions to cases of press-ing policy problems that cross territorial borders.


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Students work in teams when organizing a discussion in class. Moreover, they work in teams when applying the concepts to concrete cases. They have to communicate and to defend their solutions in the classroom.


The examination is based on a paper produced by groups of 3-5 students which analyses a real case of a global governance problems and proposes a suggestion.


In class presentation of assigned topic



Teaching language



None


Sinclair, Timothy J.: Global Governance: Cambridge: Polity Press 2012.

Other information



56

MP-EIP-1803 Security

Module Supervisor/s: N.N. (Professorship für International Political Studies)





Short description

The seminar will introduce participants to the most relevant theories and current cases of political vio-lence around the globe. Topics covered will include civil wars, interstate wars, and violence against civilians. The course will familiarize students with prevalent theories that explain the outbreak, dura-tion, and resolution of inter- and intrastate wars. Students will gain the ability to identify gaps in re-search literature, and conduct empirical studies on political violence independently. Students will also get to know major datasets and databases of political violence.

Conceptualization and measurement of different forms of political violence Theories of outbreak and dynamics of interstate, intrastate, and non-state armed conflicts Ability to criticize empirical analyses of these theories


Students are expected to read two to three academic articles per week which capture an important scholarly debate in the security world. Most weeks will see an introduction by the course instructor to the history of the scholarly debate, a critical discussion of each individual text, and then a confronta-tion of two contrasting theoretical propositions or contradictory empirical findings.


The course will take the form of a debate over the merits of debates in the security field. The tutorial will explore additional empirical examples and scholarly databases to test theoretical ideas.


None



The course will allow students to recognize and describe distinct forms of political violence and differentiate theories that explain these different forms.


Students learn to criticually evaluate competing theoretical ideas, diagnose shortcomings in empirical analyses, and present their own conclusions given contradictory evidence.


This course is primarily directed at developing and practicing the students’ ability to assess scholarly debates and research designs. Students will have to demonstrate the ability to constructively suggest novel approaches to study the same questions and thus produce the ground work for producing their own Knowledge.


57


Students will illustrate their critical ideas in short and concise response papers. They will particularly practise concise, organized and elegant written respons-es to major intellectual debates in the security field.




Six passing critical response essays need to be submitted.



Teaching language



None


Jervis, Robert (1976). Perception and Misperception in International Politics. Princeton University Press: Princeton, NJ.

Kalyvas, Stathis (2006). The Logic of Violence in Civil War. Cambridge University Press: New York, NY.

Cederman, Lars-Erik/Gleditsch, Kristian Skrede/ Buhaug, Halvard (2013). Inequality, Grievances, and Civil War. Cambridge University Press: New York, NY.

Shapiro, Jacob N. (2013). The Terrorist’s Dilemma: Managing Violent Covert Organizations. Prince-ton University Press, Princeton, NJ.

Straus, Scott (2015). Making and Unmaking Nations: War, Leadership, and Genocide in Modern Afri-ca. Cornell University Press, Ithaca, NY.

Other information



58

MP-EIP-1804 International Political Economy






Short description

The course gives students a broad overview over the state of the art of modern IPE. Central issues are the relationship between political power (hierarchy) and markets (horizontal ex-change) in the global economy: Is a national economic policy still possible in a globalized world? Does the globalization of production benefit the less developed countries, or does it make them more dependent of multi-national corporations? How does globalization affect income distribution within societies?

Power relations and economic relations in the global arena Globalisation and the divergence between economic and political space Economic and political integration and new regionalism









Students aquire Knowledge on the interplay between power relations and ex-change relations in the global economy. They systematically learn to apply the insights of economics and of political science to selected problems of globali-zation and thus improve their understanding of questions like global migration, the governance of global trade relations, the power of multi-national corpora-tions in less developed countries and so on.


Students systematically learn to apply the insights of political science and eco-nomics to issues related to the global economy and thus acquire transdiscipli-nary methodological-theoretical Competences at the intersection of the two disciplines.


59


Students learn to apply their transdisciplinary methodological-theoretical Competences to concrete problems and cases, to classify problems and to de-velop solutions that take into account the complex interplay between political and economic factors.


Students learn to combine not only the methods but also the language of politi-cal science and economics and thus further improve their ability to communi-cate at the intersection of the two disciplines.




The precondition for the award of credits is the submission of the course paper.



Teaching language



None


Ravenhill, J. (ed.): Global Political Economy, 5th ed., Oxford: Oxford University Press 2017. Frieden, J.A./Lake, D.A.: International Political Economy. Perspectives on Global Power and Wealth,

6th ed., New York: W.W. Norton & Company 2017.

Other information



60

MP-EIP-1805 International Organizations



5 contact hours: in 60 h self study: in 90 h



Short description

This course analyses the role of international organizations for governing global politics and the global economy. What are International Organizations (IOs) and what role do they play in world politics? This course sets out to answer these questions by introducing students to the history and functioning of contemporary IOs including the UN, the WTO, the IMF and a number of regional organizations. Moreover, the course develops different theoretical perspectives on international organizations (e.g. realism, rational choice, constructivism) and shows how these theories can be used to understand the way in which International Organizations shape interaction between nations states.









Students acquire factual and theoretical Knowledge about the functioning of international organizations and the role they play in structuring the complex interaction among nation-states.


Students learn to cope with the multitude of theoretical and normative perspec-tives on international organizations and to relate these theories each to another. This competence, together with their acquired factual Knowledge on interna-tional organizations, enables them to classify and analyze typical problems related to international organizations.


Students learn to apply their Knowledge to typical real problems related to the governance of global co-operation by international organizations and develop solutions that reflect insights from different theoretical and normative perspec-tives.


Students work in groups when organizing discussions in class. They com-municate their results to the participants of the seminar and have to defend


61

their standpoint in classroom discussion. They assess each other’s performance as well as their respective results in light of classroom discussions.




None



Teaching language



None


Hurd, I.: International Organizations. Politics, Law, Practice, Cambridge: Cambridge University Press 2015.

Katz, J./Hurd, I./Johnstone, I. (eds): The Oxford Handbook of International Organizations, Oxford: Oxford University Press 2016.

Other information



62

MP-EIP-1806 Current Issues and Further Questions: International Politics






Short description

This module provides courses on current issues and further questions in the field of International Eco-nomics. The specific topics will be different ones in different terms but may include international mi-gration, within- and between-country inequality, and nuclear proliferation.




The instructor will define the implementation.





Students have acquired profound Knowledge of the topics taught in the module and acquire ability to design and carry out empirical research designs.


Students learn how to develop their own questions and example related to the studied topics.


Students apply the concepts studied in the module to real-life examples




Depending on the course taught within the module.


None




63

Teaching language



None



Other information



64

MP-EIP-1807 Independent Studies/Independent Projects: International Politics



5 or 10 contact hours: 0 h self study: 150 h /300 h



Short description





The Methodic implementation will be in the responsibility of the instructor.





Students have acquired profound Knowledge of the topics studied in their In-dependent Study.




Students apply the concepts studied in the module to real-life examples.






None




65

Teaching language



None



Other information

This module is an elective module or, if attended as a part of the major International Economics, a compulsory elective module within that major. Depending on the workload and application: 5 or 10 CP Important Notice: Students may only acquire credits and take examinations in this module after successful application with the Vice Dean for Student Affairs. The application comprises a schedule and a project plan, an agreement concerning assessment criteria and the approval by the supervisor. Applications must be submitted before commencement of the study or the project. Accepted applications must be submitted to the examination office.


66

Major “Philosophy and Society” (Elective)


67

MP-EPS-1801 Game Theory and Social Structure






Short description

Does cooperation between humans always require an ethical code or altruistic feelings, or can selfish agents sometimes be led into stable cooperation? What is the typical social contract of a society with-out external enforcement? How does a group of agents select a social contract out of the many possible ones? How is it possible even for authoritarian societies to be stable over time? Why does the chance of help offered to a suffering fellow citizen decrease with the number of people addressed by the cry for help? Do normative theories from the fields of ethics and political philosophy have any real rele-vance for understanding and establishing the structure of a society? Questions of this kind are at the center of this module. It is mainly based on the introductory book “Natural Justice” by Ken Binmore. Afterwards, a selection of articles on the topic of game theory and social structure is studied. The module will mainly the following topics:

Basic issues (prisoner’s dilemma, stag hunt, battle of the sexes etc.) Nash equilibria Mixed (combinatorial) and pure strategies Cooperative and non-cooperative games Repeated and evolutionary games, incomplete information Game-theoretical aspects in political science, sociology, economics, biology Social structures and altruism






Completion of the modules Basics in Philosophy I and II (MP-CBa-1801; MP-CBa-1802)



Students are acquainted with the most important tools and terms used in game theory as a field of theoretical economics and theoretical philosophy. In addi-tion, they acquire fundamental Knowledge on applications of game theory for the analysis of economic issues, such as emergence of social structure, mutual support, conventions, and liability.


68


Students learn how to develop their own questions and examples related to the studied topics. Moreover, they experience cooperation and defection in an experiment involving cooperative games. They apply and evaluate the studied concepts and methods to actual cases of the construction of social institutions.


Students apply the concepts studied in the game-theoretic analysis of coopera-tion to actual cases of social system construction. They illustrate how the con-cepts allow understanding social and political dynamics, and they verify their relevance for the understanding of the functioning small communities as well as whole societies.


Students work in teams when organizing a discussion in class. Moreover, they work in a team when apply the concepts to the analysis of actual social sys-tems. They communicate their results to the audience with a prepared presenta-tion and defend their solutions. They assess each other’s performance as well as their respective results in light of the discussion in class.




The precondition for the award of credits is the submission of the course paper.



Teaching language



None


Osborne, M., Rubinstein, A.: A Course in Game Theory. Boston: MIT Press 1994. Fudenberg, D., Tirole, J.: Game theory. Boston: MIT Press 1991. Skyrms, B.: The Evolution of the Social Contract. Cambridge: Cambridge University Press 1996. Axelrod, R.: The Evolution of Cooperation – Revised Edition. New York: Basic Books 2006. Binmore, K.: Animal Behaviour: An Evolutionary Approach. Sunderland, MA: Sinauer Associates

2006. Binmore, K. (2005). Natural justice. Oxford: Oxford University Press

Other information

This module is an elective module or, if attended as a part of the major Philosophy and Society, a compulsory elective module within that major.


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MP-EPS-1802 Advanced Philosophy of Economics






Short description

This module provides an introduction to the philosophy of economics. The main objective is to give to the students the tools to better understand the methods and research strategies commonly used in eco-nomics, making them aware of the philosophical underpinnings of the subject. At the end of the course the students will have a deeper understanding of the philosophical and methodological issues underly-ing economic reasoning. The module mainly covers the following topics:

the fact-value dichotomy, the testability of scientific hypotheses, the status of the rationality postulate, the problem of irrealism of economic assumptions, the nature of the market, causation in economics, mechanisms in economics.









Students have acquired profound Knowledge of the main problems and posi-tions in the philosophy of economics. They can identify the philosophical as-sumptions underpinning economic research, and they can interpret research results in economics in a critical way.


Students learn how to develop their own questions and example related to the studied topics. Moreover, evaluate research results and causal claims in eco-nomics in a competent way, categorize kinds of models, and can state the con-ditions for a falsification of economic hypotheses


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Students apply the concepts studied in the module to examples of economic research. They can illustrate the philosophical assumptions and explain their relevance for economic models.


Students work in teams when organizing a discussion in class. Moreover, they work in teams when applying the concepts to the analysis of actual research in economics. They communicate their results to the audience with a prepared presentation and defend their solutions. They assess each other’s performance as well as their respective results in light of the discussion in class.




Documentation of exam performance



Teaching language



None


Buchanan, J. (1979): What Should Economists Do?, Chapter 1: What Should Economists Do?, Indian-apolis, pp. 17-37.

Hausman, Daniel M. (ed.) (2008): The Philosophy of Economics. An Anthology, 3rd edition, Cam-bridge: Cambridge University Press.

Hayek, Friedrich A. von (1960): The Constitution of Liberty. Chapter 2: The Creative Powers of a Free Civilization, London: Routledge and Kegan Paul, pp. 22-38.

Lawson, T.: Economics and Reality. London: Routledge 1997. Mantzavinos, C. (2005): Naturalistic Hermeneutics, Cambridge: Cambridge University Press,. Reiss, Julian (2013). Philosophy of economics: a contemporary introduction. Routledge. Latsis, Spiros J. (1972): Situational Determinism in Economics, in: British Journal for the Philosophy

of Science, vol. 23, pp. 207-245. Weissman, D. (2000): A Social Ontology, Yale University Press.

Other information



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MP-EPS-1803 Ethics and Society




In Term: 4th semester


Short description

This module provides an introduction to the connection of ethics, human rights, and social systems. Human rights are defined as a collection of recognized principles that comprise international law (such as the ban on genocide) as well as certain more general values governing social co-existence. There is an on-going debate on the principles involved in human rights, and on their implications and conse-quences. The Universal Declaration of Human Rights states inter alia that everybody has the right to participate freely in the social and cultural life of the community. However, conflicts frequently erupt-ed in the past over differences between specific local cultural traditions and general human rights. The module addresses the ethical presuppositions of human rights and attempts a critical appraisal of the wording of human rights in the Declaration of 1948.




The course will first cover the main themes of the course on the basis of informed small-group discus-sions. Subsequently, the course will study the different assessments of human rights in different con-texts and countries.





Students have acquired profound Knowledge of ethics and the normative foundations of human rights. They can reconstruct the main positions and point out the interconnections of these.


Students learn how to develop their own questions and examples related to the studied topics. Moreover, they evaluate ethical claims in the context of human rights debates in a competent way, categorize problems, and organize discus-sions into a system of classical positions.


Students apply the concepts studied in the module to examples of discussions and policy initiatives related to human rights. They can illustrate the philo-sophical underpinnings and explain their relevance for ethical reasoning.


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Students work in teams when organizing a discussion in class. Moreover, they work in teams when applying the concepts to the analysis of actual debates on ethics and human rights. They communicate their results to the audience with a prepared presentation and defend their solutions. They assess each other’s performance as well as their respective results in light of the discussion in class.




None



Teaching language



None


Pettry, M.: The Idea of Human Rights. Oxford: Oxford University Press 1998. Griffin, J.: On Human Rights, Oxford: Oxford University Press 2008. Hayden, P. (ed.): The Philosophy of Human Rights, St. Paul, MN: Paragon Press 2001. Talbott, W.: Which Rights Should be Universal?, Oxford: Oxford University Press 2005.

Other information



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MP-EPS-1804 History of Economic Ideas in the Context of Social Philosophy






Short description

This course analyzes the evolution of economic ideas as embedded into the history of social philoso-phy. A central aim is to identify the divergent and often conflicting thought patterns that underlie the various schools of thought in economics.




The sessions begin with a brief summary of the topics by the course instructor. Subsequently, one or two students will lead a discussion on the basis of questions they have prepared. The tutorial unit will focus on selected readings in the form of interactive discussions.





Students learn to relate the history of economic thought to that of social phi-losophy. They learn how more often than not theoretical dissent can be traced back to underlying, more general patterns of reasoning that are embedded into social philosophy. The course acquaints students with the multitude of possible approaches in economics and thus is also intended to contribute to their intel-lectual open-mindedness for approaches beyond the mainstream of economics.


The course aims to contribute to the students’ ability to relate philosophy and economics each to another. It also intends to make them aware of the historical relativity of all scientific Knowledge. The discussion about conflicting patterns of thought also is helpful in view of practicing inter-disciplinarity, which is crucial for this programme.


Students learn how to create a value added of combining insights form both fields when it comes to analyzing concrete problems and develop solutions.


Students deepen their familiarity with terminology both in economics and in social philosophy. During this course they have to engage permanently in a conversation that relates the terminology of both fields. This contributes to their communicative ability to engage in inter-disciplinary discourse.


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None



Teaching language



None


A reader of selected papers will be supplied via Moodle.

Other information



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MP-EPS-1805 Current Issues and Further Questions: Philosophy and Society






Short description

This module provides courses on current issues and further questions in the field of Philosophy and Society. The specific topics will be different ones in different terms.









Students have acquired profound Knowledge of topics taught in the module.






Students work in teams in certain stages of the course, they present their own thoughts and defend them against objections.








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Teaching language



None



Other information



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MP-EPS-1806 Independent Studies/Independent Projects: Philosophy and Society



5 oder 10 contact hours: 0 h self study: 150 h / 300 h



Short description










Students have acquired profound Knowledge of topics studied in their Inde-pendent Study.










Documentation of examination performance.




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Teaching language



None



Other information

This module is an elective module or, if attended as a part of the major Philosophy and Socie-ty, a compulsory elective module within that major. Depending on the workload and application: 5 or 10 CP Important Notice: Students may only acquire credits and take examinations in this module after successful application with the Vice Dean for Student Affairs. The application comprises a schedule and a project plan, an agreement concerning assessment criteria and the approval by the supervisor. Applications must be submitted before commencement of the study or the project. Accepted applications must be submitted to the examination office.


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Free Elective Modules


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MP-EFE-1801 Topics at the Interface of Philosophy, Politics and Economics

Module Supervisor/s: Prof. Dr. Jens Harbecke, Prof. Dr. Joachim Zweynert





Short description

This module covers selected theoretical or methodological basic issues (such as rationality, power relations, wealth, justice) which serve as the background to confront the perspective of one of the three disciplines involved with one of the others or, in exceptional cases, with both in order to apply the findings of the other discipline(s) to the content substance of the term or concept in question, and thereby to practise a variety of methods and styles of thought. Specific contents vary with constellation and instructors and are determined in close coordination with students.






Completion of the modules Basics in Philosophy I and II (MP-CBa-1801; MP-CBa-1802), Basics in Politics I and II (MP-CBa-1803; MP-CBa-1804), Basics in Economics I and II (MP-CBa-1805; MP-CBa-1806)









Students work in teams in certain stages of the course, they present their own thoughts and defend them against objections.




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Teaching language



None




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MP-EFE-1802 PPE in Practice

Module Supervisor/s: Prof. Dr. Jens Harbecke, Prof. Dr. Joachim Zweynert





Short description

This module is taught in cooperation with our partner institutions: (i) KfW Group, Frankfurt am Main/ DEG Deutsche Investitions- und Entwicklungsgesellschaft mbH, Köln, (ii) Glo-bal Public Policy Institute Berlin, (iii) Institute for Cultural Diplomacy, Berlin (iv) Bucharest Center for Political Theory, (v) Europeum- Institute for European Policy, Prague, (vi) Vereinigung für Ökolo-gische Ökonomie. A representative of one of the organizations is invited to teach a topic at the inter-face of theory and practice. In some cases, the module contains a practical project that is reflected the-oretically.




The Methodic implementation will be in the responsibility of the instructor(s).


Completion of the modules Basics in Philosophy I and II (MP-CBa-1801; MP-CBa-1802), Basics in Politics I and II (MP-CBa-1803; MP-CBa-1804), Basics in Economics I and II (MP-CBa-1805; MP-CBa-1806)













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None



Teaching language



None




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MP-EFE-1803 International Strategy

Module supervisor/s: Prof. Dr. Guido Möllering


5 Contact hours: 30 h Self study: 120 h


Frequency/duration: ☒ Summer term ☐ Winter term

Short description

International Strategy concerns the specific opportunities and challenges arising from doing business across borders and within a globalized economy. This module examines core strategic topics and the conceptual and theoretical foundations of International Strategy, key aspects of the international envi-ronment, coordination issues in multinationals and the main options for organizing and managing in-ternational operations. A special emphasis is placed on the idea that International Strategy often im-plies managing a network of subsidiaries and business partners. Students deepen and apply their Knowledge by discussing many case studies in class.


Seminar „Main Topics in International Strategy“ (3 ECTS; Kontaktzeit 20 h; Selbststudium 70 h) Practical Application „Case Studies in Strategic International Management” (2 ECTS; Kontaktzeit 10 h; Selbststudium 50 h)


Seminar (Readings, Discussion), Case Study Presentations


None



Having completed this module, students will be able to describe key concepts, drivers and implications of international strategy, explain which opportunities and threats international business entails, and distinguish among a range of forms and modes in international strategy.


Having completed this module, students will be able to, assess which man-agement approaches are suitable for different conditions, draw on appropriate analytical tools for handling strategicchallenges, and anticipate areas of poten-tial conflict in international operations.


Having completed this module, students will be able to, appreciate the embed-ded and networked nature of international strategy, understand their own role as managers in the globalized economy, and take a critical stance on multina-tional firms’ activities around the world.


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Having completed this module, students will be able to, discuss clearly and competently with experts on international strategy, communicate international issues to colleagues and business partners, demonstrate cross-cultural aware-ness in interaction with others.




In class cuse study presentation.



Unterrichtssprache / teaching language



The module is open also for students from the Master programmes Strategy & Organization (M.Sc.) and General Management (M.A.).


Morschett, D., Schramm-Klein, H., Zentes, J. (2015) Strategic International Management: Text and Cases, 3rd ed., Springer Gabler [ISBN: 978-3-658-07883-6]


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MP-EFE-1804 Strategic Corporate Social Responsibility





Frequency/duration: ☐ Summer term ☒ Winter term

Short description

Corporate Social Responsibility (CSR) has become a broad subject encompassing a range of topics from ownership, profit, stakeholder relationships and accountability, to sustainability and the general role of business in society. The seminar reviews the origins of the CSR debate, its theoretical under-pinnings, driving forces, implicit tensions, various practical manifestations and, in particular, its strate-gic implications. Students work on case studies that illustrate and expand the CSR-shaped approach to strategic management as a matter of sustainable value creation within organizations and organizational networks and fields.


Seminar „Main Topics in Strategic Corporate Social Responsibility“ (3 ECTS; contact hours 20 h; self study 70 h) Practical Application „Case Studies in Strategic Corporate Social Responsibility” (2 ECTS; contact hours 10 h; self study 50 h)


Seminar (Readings, Discussion), Case Study Presentations, Guest Lectures


None



Having completed this module, students will be able to describe key concepts, drivers and implications of CSR, explain the link between CSR and sustainable strategic management, distinguish among a range of forms and modes imple-menting CSR.


Having completed this module, students will be able to assess which CSR approaches are suited for different conditions, draw on appropriate analytical tools for handling CSR, and anticipate areas of potential conflict around CSR and sustainability.


Having completed this module, students will be able to assess the societal em-beddedness of strategic management, act upon their own social responsibility as managers, and take a critical stance on firms’ current CSR policies.


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Having completed this module, students will be able to - discuss clearly and competently with CSR experts - communicate CSR issues to colleagues and business partners - demonstrate CSR awareness in interaction with others.




Pass grade in exam and presentation combined.



Teaching language



The elective module is open also for students from the Master programmes Strategy & Organization (M.Sc.) and General Management (M.A.).


Chandler, D. (2016) Strategic Corporate Social Responsibility: Sustainable Value Creation, 4th Edi-tion. London: Sage


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MP-EFE-1805 Ethical Issues in Organizations





Frequency/duration: ☒ Summer term ☐ Winter term

Short description

Complementing the study of business ethics and corporate responsibility at large, this module focuses on ethical issues occurring within organizations and emphasizes the students’ own ethical awareness and personal development. We cover ethical foundations in philosophy, ethical decision making, communication, leadership, diversity and organizational implications. Students learn how to identify and deal with the many ethical dilemmas occurring in organizations. They work on a project tracing a real-life ethical issue in an organization and develop their moral standpoint as well as ethical manage-ment skills.


Seminar „Organizational Ethics“ (3 ECTS; contact hours 20 h; self study 70 h) Project „Identifying and Managing Ethical Issues in Organizations” (2 ECTS; contact hours 10 h; self study 50 h)


Seminar (readings, discussion), student project, guest lectures


None



Having completed this module, students will be able to describe the founda-tions of key ethical issues in organizations, explain why ethics is about dealing with dilemmas, and distinguish among a range of forms and modes of evaluat-ing ethics in organizational contexts.


Having completed this module, students will be able to assess which ap-proaches are suited for addressing different ethical issues in organizations, draw on appropriate analytical tools for describing and evaluating ethical is-sues in organizations, and anticipate and handle areas of potential conflict in organization which stem from ethical dilemmas.


Having completed this module, students will be able to assess ethics within organizations in the light of larger societal ethics as well as personal develop-ment of the individual, act upon their own responsibility as promoters of ethi-cal behavior in organizations, and take a critical stance on firms’ current prac-tices relating to organizational ethics.


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Having completed this module, students will be able to discuss clearly and competently with experts on organizational ethics, communicate issues around organizational ethics to colleagues and business partners, facilitate processes of dealing with ethical issues occurring in organizations, and express their own moral standpoint.


Project report (about 20 pages)


None



Teaching language



The module is open also for students from the Master programmes Strategy & Organization (M.Sc.) and General Management (M.A.).


Johnson, C.E. (2015): Organizational Ethics: A Practical Approach (3rd ed.) London: Sage.


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MP‐WSa‐1801 Study abroad I


ECTS/credits, Workload:

Depending on Learning Agreement 1 ECTS equals 30 h workload

In Term: Every Semester

Frequency/Duration: ☒ Summer term ☒ Winter term

Short description

This module allows the recognition of courses from foreign exchange universities that do not have a direct equivalent at UW/H but fall under the broad umbrella of a management or economics study programme. As long as these courses are taught on a master level and convey competencies according to the respective qualification framework.


According to the exchange univerity’s course syllabus / module description




See module description of the foreign university. The module may not already have been completed at UW/H and must be proven to be a module in the framework of a Master's program at the foreign university. The assignment of this module must be approved in advance by the Vice Dean for Student Affairs of the Faculty of Management and Economics within the framework of a Learning Agreement.













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Successful participation in the course according to exchange univerity’s study regulations



Teaching language

According to exchange university‘s teaching languages


None



Other information

The use of this module must be agreed upon as part of the learning agreement prior to enrollment into the respective classes at the exchange university. The conversion of foreign grades into the UW/H grading system is based on the so-called „Modified Bavarian Formula“ (modifizierte bayerische Formel). The International Office of the UW/H assists students in planning exchange stays at foreign universi-ties and will provide futher information upon request


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MP-WSa-1802 Study abroad II


ECTS/credits, Workload:

Depending on Learning Agreement 1 ECTS equals 30 h workload

In Term: Every Semester

Frequency/Duration: ☒ Sommersemester/summer term ☒ Wintersemester/winter term

Short description

This module allows the recognition of courses from foreign exchange universities that do not have a direct equivalent at UW/H but fall under the broad umbrella of a management or economics study programme. As long as these courses are taught on a master level and convey competencies according to the respective qualification framework.






See module description of the foreign university. The module may not already have been completed at UW/H and must be proven to be a module in the framework of a Master's program at the foreign university. The assignment of this module must be approved in advance by the Vice Dean for Student Affairs of the Faculty of Management and Economics within the framework of a Learning Agreement.













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Successful participation in the course according to exchange univerity’s study regulations



Teaching language

According to exchange university‘s teaching languages


None



Other information

The use of this module must be agreed upon as part of the learning agreement prior to enrollment into the respective classes at the exchange university. The conversion of foreign grades into the UW/H grading system is based on the so-called „Modified Bavarian Formula“ (modifizierte bayerische Formel). The International Office of the UW/H assists students in planning exchange stays at foreign universi-ties and will provide futher information upon request

module manual philosophy, politics and economics · weight of grade for final grade in proportion...

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